Okay, so I finally am able to get in, have my computer on "safe mode" so it is barely letting me in....with that said,
I read this article and am finding it difficult to follow the author and make sense of everything he is writing....even with reading the conclusion, I still feel like "am I missing something?" Or am I just completely lost?
Not sure what to post as my notes are somewhat similar to what is below, I am hoping with some discussion tomorrow that it'll make better sense.....
I hope that I am doing this correctly as I am in foreign country with using WIKI. Please tomorrow can someone better explain to me this whole process and better ideas of what to post, especially when I share similar notes to what is below....are we to posting critiques? Notes? Whatever is on our mind in regards to the reading? Terminology? So sorry, just entirely confused and frankly finding it difficult to stay interested with this course when I am so stressed out in figuring out what the heck I am supposed to be doing on top of trying to understand some of this reading with little in class explanation of what it's about, etc....am I the only one?
Sorry, If I am sounding like I am just ranting, just really confused and stressed.....I will see you all tomorrow and hopefully then it'll all make better sense! Thanks,
Tara Serrano
Ah, I am having one hell of a time getting this to work on my iPad, please forgive me if this is posted in the wrong area....
This article I have found interesting in some aspect, yet completely hard to even follow what the writer is talking about. I think reading through the following notes will help me. I am having a great deal of difficulty keeping my interest with these assigned readings. I am looking forward to next weeks since it is near and dear to my heart with Autism. So I am sorry that I have t really added anything of value. Next week my laptop should be fixed and I will better be able to acces this website. My iPad apparently isn't entirely comparable with this so it's not allowing me to access certain areas, etc. see you all tomorrow.
Heather's post
The Essential Piaget
editied by H. Gruber and J. Jacques
This article was a lengthy and informative all mixed in one. The first challenge I had was reading several pages with some of the words cut off. The next challenge was attempting to translate the information I was reading. I took away that Piaget was saying that when children are very young then tend to think that the everyone in the world thinks the same way they do. That they are unaware that there are different perspectives. This makes sense in many ways.
Egocentriam-concerned with one's own interest and welfare
Homo faber vs. Homo sapiens
What are the relations between homo faber and homo sapiens? This is the last problem to solve and the most fundamental. Why?
Homo faber- "man the creator"
Homo sapiens- "wise man"
this is what comes up on Wikipedia.
The examples about the drawing of the bicycle was intersting and fairly easy to understand.
Ashley's post
Causality - Causality (also referred to as causation[1] is the relationship between an event (the cause) and a second event (the effect), where the second event is understood as a consequence of the first.[2]. http://en.wikipedia.org/wiki/Causality
Syncretistic - Syncretism /ˈsɪŋkrətɪzəm/ is the combining of different (often seemingly contradictory) beliefs, often while melding practices of various schools of thought. Syncretism may involve the merger and analogising of several originally discrete traditions, especially in the theology and mythology of religion, thus asserting an underlying unity and allowing for an inclusive approach to other faiths.
Syncretism occurs commonly in expressions of arts and culture (known as eclecticism) as well as politics (syncretic politics). http://en.wikipedia.org/wiki/Syncretism
Epistemology - Epistemology i/ɨˌpɪstɨˈmɒlədʒi/ (from Greek ἐπιστήμη (epistēmē), meaning "knowledge, understanding", and λόγος (logos), meaning "study of") is the branch of philosophy concerned with the nature and scope (limitations) of knowledge. http://en.wikipedia.org/wiki/Epistemology
Based on the authors' argument, children are born with no separation between their own thoughts and the world. The egocentric "I" is not discovered until about the age of 8.
Concerns about the "how" of mechanisms is not developed until later childhood.
There are four stages of a child's conception of physical causality:
1. The cause of the movement is synthetic.
- the child's perception at a young age is syncretistic, confused.
2. The various parts are necessary but unreal
- the child understands that there are many parts to a bicycle, but doesn't fully understand the necessity of each part to make the bicycle function.
3 & 4. The search for contacts and mechanical explanation
- the child begins to draw understanding of how the parts work together to cause the bicycle to move and can fully explain the process.
There are 3 processes into the evolution of reality in the child's mind-
1. From realism to objectivity
2. From realism to reciprocity
3. From realism to relativity
There are 17 types/processes into the evoltion of causality.
3 periods in the evolution of law in the child -
1. There are no natural laws. Physical and moral determinism are completely confused. Lasts until age 7-8.
2. Moral necessity and physical determinism become differentiated. Law becomes general. The appearance of the idea of chance forms. Takes place between 7-8 & 11-12.
3. The generality of law naturally sets deeper roots.
This week’s reading was difficult because of the poor quality of coping and the several cut off words, however beyond that I found the article to be insightful and interesting, with a clear statement and clear theories. The most useful section for me was entitled The Child's Conception of Physical Causality. I also included a chart that I have used for several other classes that referenced Piaget’s table.
1.“For the construction of the objective world and the elaboration of strict reasoning both consist in a gradual reduction of egocentricity in favor of the progressive socialization of thought, in favor, that is to say, of objectivation and reciprocity of viewpoints. In both cases, the initial state is marked by the fact that the self is confused with the external world and with other people; the vision of the world is falsified by subjective adherences, and the vision of other people is falsified by the fact that the personal point of view predominates, almost to the exclusion of all others. “
a.as the child discovers that others do not think as he does, he makes efforts to adapt himself to them, he bows to the exigencies of control and verification which are implied by discussion and argument, and thus comes to replace egocentric logic by the true logic created by social life.
i.Fitting in, peer pressure, drugs, ect.
2.2-3
a.Appearance of “whys”
3.“From the ontological viewpoint, what corresponds to this manner of thinking is primitive psychological causality, probably in a form that implies magic proper: the belief that any desire whatsoever can influence objects, the belief in the obedience of external.”
Sensorimotor Stage
0-2 yrs
During this first stage, children learn entirely through the movements they make and the sensations that result. They learn:
that they exist separately from the objects and people around them
that they can cause things to happen
that things continue to exist even when they can't see them
Preoperational Stage
2-7 yrs
Once children acquire language, they are able to use symbols (such as words or pictures) to represent objects. Their thinking is still very egocentric though -- they assume that everyone else sees things from the same viewpoint as they do. They are able to understand concepts like counting, classifying according to similarity, and past-present-future but generally they are still focused primarily on the present and on the concrete, rather than the abstract.
Concrete Operational Stage
7-11 yrs
At this stage, children are able to see things from different points of view and to imagine events that occur outside their own lives. Some organized, logical thought processes are now evident and they are able to:
order objects by size, color gradient, etc.
understand that if 3 + 4 = 7 then 7 - 4 = 3
understand that a red square can belong to both the 'red' category and the 'square' category
understand that a short wide cup can hold the same amount of liquid as a tall thin cup
However, thinking still tends to be tied to concrete reality
Formal Operational Stage
11+ yrs
Around the onset of puberty, children are able to reason in much more abstract ways and to test hypotheses using systematic logic. There is a much greater focus on possibilities and on ideological issues.
I don't know what to put down as notes for the first section of the reading (the bike drawings) but in the past I did come across something similar in a psych class i took awhile back.It had less to do with mechanics and more to do with how children perceive objects and the different stages their art goes through when they begin drawing. The bike examples reminded me of it.
The first stage of drawing people the people always have a circle for a head and stick arms and legs coming out of the circle because that is what children observe they are to small to really see how large a roll our torso plays in our image instead they know we have legs cause those are at eye level they know we have arms to hold them and they know we have a head because they focus on our face so often.
I read this article and am finding it difficult to follow the author and make sense of everything he is writing....even with reading the conclusion, I still feel like "am I missing something?" Or am I just completely lost?
Not sure what to post as my notes are somewhat similar to what is below, I am hoping with some discussion tomorrow that it'll make better sense.....
I hope that I am doing this correctly as I am in foreign country with using WIKI. Please tomorrow can someone better explain to me this whole process and better ideas of what to post, especially when I share similar notes to what is below....are we to posting critiques? Notes? Whatever is on our mind in regards to the reading? Terminology? So sorry, just entirely confused and frankly finding it difficult to stay interested with this course when I am so stressed out in figuring out what the heck I am supposed to be doing on top of trying to understand some of this reading with little in class explanation of what it's about, etc....am I the only one?
Sorry, If I am sounding like I am just ranting, just really confused and stressed.....I will see you all tomorrow and hopefully then it'll all make better sense! Thanks,
Tara Serrano
Ah, I am having one hell of a time getting this to work on my iPad, please forgive me if this is posted in the wrong area....
This article I have found interesting in some aspect, yet completely hard to even follow what the writer is talking about. I think reading through the following notes will help me. I am having a great deal of difficulty keeping my interest with these assigned readings. I am looking forward to next weeks since it is near and dear to my heart with Autism. So I am sorry that I have t really added anything of value. Next week my laptop should be fixed and I will better be able to acces this website. My iPad apparently isn't entirely comparable with this so it's not allowing me to access certain areas, etc. see you all tomorrow.
Heather's post
The Essential Piaget
editied by H. Gruber and J. Jacques
This article was a lengthy and informative all mixed in one. The first challenge I had was reading several pages with some of the words cut off. The next challenge was attempting to translate the information I was reading. I took away that Piaget was saying that when children are very young then tend to think that the everyone in the world thinks the same way they do. That they are unaware that there are different perspectives. This makes sense in many ways.
Egocentriam-concerned with one's own interest and welfare
Homo faber vs. Homo sapiens
What are the relations between homo faber and homo sapiens? This is the last problem to solve and the most fundamental. Why?
Homo faber- "man the creator"
Homo sapiens- "wise man"
The examples about the drawing of the bicycle was intersting and fairly easy to understand.
Ashley's post
Causality - Causality (also referred to as causation[1] is the relationship between an event (the cause) and a second event (the effect), where the second event is understood as a consequence of the first.[2]. http://en.wikipedia.org/wiki/Causality
Syncretistic - Syncretism /ˈsɪŋkrətɪzəm/ is the combining of different (often seemingly contradictory) beliefs, often while melding practices of various schools of thought. Syncretism may involve the merger and analogising of several originally discrete traditions, especially in the theology and mythology of religion, thus asserting an underlying unity and allowing for an inclusive approach to other faiths.
Syncretism occurs commonly in expressions of arts and culture (known as eclecticism) as well as politics (syncretic politics). http://en.wikipedia.org/wiki/Syncretism
Epistemology - Epistemology i/ɨˌpɪstɨˈmɒlədʒi/ (from Greek ἐπιστήμη (epistēmē), meaning "knowledge, understanding", and λόγος (logos), meaning "study of") is the branch of philosophy concerned with the nature and scope (limitations) of knowledge. http://en.wikipedia.org/wiki/Epistemology
Based on the authors' argument, children are born with no separation between their own thoughts and the world. The egocentric "I" is not discovered until about the age of 8.
Concerns about the "how" of mechanisms is not developed until later childhood.
There are four stages of a child's conception of physical causality:
1. The cause of the movement is synthetic.
- the child's perception at a young age is syncretistic, confused.
2. The various parts are necessary but unreal
- the child understands that there are many parts to a bicycle, but doesn't fully understand the necessity of each part to make the bicycle function.
3 & 4. The search for contacts and mechanical explanation
- the child begins to draw understanding of how the parts work together to cause the bicycle to move and can fully explain the process.
There are 3 processes into the evolution of reality in the child's mind-
1. From realism to objectivity
2. From realism to reciprocity
3. From realism to relativity
There are 17 types/processes into the evoltion of causality.
3 periods in the evolution of law in the child -
1. There are no natural laws. Physical and moral determinism are completely confused. Lasts until age 7-8.
2. Moral necessity and physical determinism become differentiated. Law becomes general. The appearance of the idea of chance forms. Takes place between 7-8 & 11-12.
3. The generality of law naturally sets deeper roots.
This week’s reading was difficult because of the poor quality of coping and the several cut off words, however beyond that I found the article to be insightful and interesting, with a clear statement and clear theories. The most useful section for me was entitled The Child's Conception of Physical Causality. I also included a chart that I have used for several other classes that referenced Piaget’s table.
- 1.“For the construction of the objective world and the elaboration of strict reasoning both consist in a gradual reduction of egocentricity in favor of the progressive socialization of thought, in favor, that is to say, of objectivation and reciprocity of viewpoints. In both cases, the initial state is marked by the fact that the self is confused with the external world and with other people; the vision of the world is falsified by subjective adherences, and the vision of other people is falsified by the fact that the personal point of view predominates, almost to the exclusion of all others. “
- a.as the child discovers that others do not think as he does, he makes efforts to adapt himself to them, he bows to the exigencies of control and verification which are implied by discussion and argument, and thus comes to replace egocentric logic by the true logic created by social life.
i.Fitting in, peer pressure, drugs, ect.They are able to understand concepts like counting, classifying according to similarity, and past-present-future but generally they are still focused primarily on the present and on the concrete, rather than the abstract.
- order objects by size, color gradient, etc.
- understand that if 3 + 4 = 7 then 7 - 4 = 3
- understand that a red square can belong to both the 'red' category and the 'square' category
- understand that a short wide cup can hold the same amount of liquid as a tall thin cup
However, thinking still tends to be tied to concrete reality*Chart taken from
http://www.usefulcharts.com/psychology/piaget-stages-of-cognitive-development.html
Madelynn
I don't know what to put down as notes for the first section of the reading (the bike drawings) but in the past I did come across something similar in a psych class i took awhile back.It had less to do with mechanics and more to do with how children perceive objects and the different stages their art goes through when they begin drawing. The bike examples reminded me of it.
The first stage of drawing people the people always have a circle for a head and stick arms and legs coming out of the circle because that is what children observe they are to small to really see how large a roll our torso plays in our image instead they know we have legs cause those are at eye level they know we have arms to hold them and they know we have a head because they focus on our face so often.